At Clerkenwell, we aim for children to acquire a deep, long-term, secure and adaptable understanding of mathematics. We want children to become curious, excited and confident mathematicians who independently deal with tackling maths in different contexts.
We achieve this by ensuring all of our pupils:
Develop fluency in their mathematical understanding, being able to rapidly recall and apply their knowledge
Learn to reason mathematically, using mathematical language to explain their understanding
Can solve problems, through applying their mathematical knowledge in various contexts and using different strategies
Maths lessons follow a whole class teaching for mastery approach. Our lessons focus on five elements of classroom practice that combine to give pupils the best chance of mastering maths:
Representation and Structure
To assist us with our mastery approach, we refer to the Power Maths and White Rose schemes of work. We find these schemes useful in helping us to plan/teach a coherent sequence of lessons that build on prior learning/knowledge. We also find them useful in helping us to generate questions/ intelligence practice worksheets that focus on variation and emphasise the representation and structure of the mathematics.
However, teachers have the flexibility to refer to other resource banks at times if they so wish and to adapt their maths lessons to best suit the needs of the children in their class.
To help our children become fluent in the fundamentals of mathematics, our teachers will often begin lessons with quick-fire fluency starters e.g. times table challenges in KS2 and number bond challenges in KS1.
In our maths lessons it is normal practice to see children reasoning mathematically and solving problems by applying their mathematics to a variety of routine and non-routine problems. Able mathematicians will often delve deeper into investigative work.
Just as our mission statement states that children should be provided with a wide range of opportunities to make connections, through maths we aim for children to relate mathematical ideas outside of maths lessons and into real life contexts. When meaningful links can be made, pupils are provided with the opportunity to develop their maths skills and knowledge not just outside of the classroom but across the curriculum. When completing science experiments for example, children are encouraged to call upon mathematical skills to determine how to compose results tables (e.g. if they have learnt about line graphs in maths, do they decide to record results using a line graph if it fits the experiment).
Maths Calculation Policy
Please have a look at our Maths Calculation Policy which highlights the different methods children learn in each year group for each of the following four operations: addition, subtraction, multiplication and division.
Below are various links to useful websites that children may wish to access at home to continue their learning.
A great website with suggestions for supporting your child’s maths learning at home.
Games to help children with their rapid recall of key maths facts. We use this website at school and the children absolutely love it!
This websites has lots of maths investigations for your children to delve into.
At CPS we have embarked on a journey to revolutionise the way in which maths is taught and learnt. In Years 1 to 3, initially, we have been implementing the Singapore Maths approach to all of our mathematics lessons, using Maths No-Problem resources. Years 4 to 6 are using aspects of the approach as well, before fully making the transition later in the year. This method of teaching focuses on using problem-solving in order for children to learn conceptually - children are not learning by rote and memorising, but instead properly understanding how to solve a problem and why they must be systematic about doing so.
We believe that children should be introduced to calculation and problem solving through the use of concrete, visual and abstract methods. As children begin to understand the underlying ideas of mathematics they will become more fluent and develop a deeper understanding, allowing them to apply understanding in a range of situations.
Written methods are complementary to mental methods and should not be seen as separate from them. The aim is that children use mental calculation methods when appropriate, but for calculations that they cannot do in their heads they use an efficient written method accurately and with confidence. It is vital that pupils explore mathematics using concrete materials and visual representations before moving onto written calculations to ensure a secure understanding of the fundamentals of mathematics.
For a detailed breakdown of the objectives covered by each class during the course of the year in maths please click on the document below.
For information on the various strategies that we teach for both written and mental calculation please click the documents below.